Data set and map pertaining to expenditure per tertiary school student for all countries as a percentage of their GDP per capita. The World Bank specifies expenditure per student as a World Development Indicator (WDI) -- the statistical benchmark that helps measure the progress of development.

Publicly available generative AI (GenAI) tools are rapidly emerging, and the release of iterative versions is outpacing the adaptation of national regulatory frameworks. The absence of national regulations on GenAI in most countries leaves the data privacy of users unprotected and educational institutions largely unprepared to validate the tools.

UNESCO’s first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies.

The Guidance presents an assessment of potential risks GenAI could pose to core humanistic values that promote human agency, inclusion, equity, gender equality, and linguistic and cultural diversities, as well as plural opinions and expressions.

It proposes key steps for governmental agencies to regulate the use of GenAI tools including mandating the protection of data privacy and considering an age limit for their use. It outlines requirements for GenAI providers to enable their ethical and effective use in education.

The Guidance stresses the need for educational institutions to validate GenAI systems on their ethical and pedagogical appropriateness for education. It calls on the international community to reflect on their long-term implications for knowledge, teaching, learning and assessment.

The publication offers concrete recommendations for policy-makers and educational institutions on how the uses of GenAI tools can be designed to protect human agency and genuinely benefit learners, teachers and researchers.

This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

By the end of this unit teachers should be able to:

Technological literacy 5- (a) Integrating the activity of using computer labs in teaching activities on a continuous basis.

Technology Literacy 5- (b) Work to manage the process of using complementary information and communication technology resources with individuals and small groups of students in the regular classroom so that other educational activities in the classroom are not disrupted.

Deepening knowledge 5- (a) Placing and organizing computers and other digital resources in the classroom so that learning activities and social interactions are supported and enhanced among the classroom students.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 5- (أ) تكامل نشاط استخدام معامل الكمبيوتر في الأنشطة التعليمية بشكل مستمر.

محو الأمية التكنولوجية 5- (ب) العمل على إدارة عملية استخدام موارد تكنولوجيا المعلومات والاتصالات التكميلية مع الأفراد والمجموعات الصغيرة من الطلاب في الفصول الدراسية العادية حتى لا تتعطل الأنشطة التعليمية الأخرى في الفصل.

تعميق المعرفة 5- (أ) وضع وتنظيم أجهزة الكمبيوتر والموارد الرقمية الأخرى في الفصل الدراسي بحيث يتم دعم وتعزيز الأنشطة التعليمية والتفاعلات الاجتماعية بين طلاب الفصل.

In this unit, we will demonstrate how technology can contribute to teaching, learning, administration and professional development. Simple strategies to use ICT to support traditional teaching strategies will be introduced.

In this unit of study we will investigate what has emerged as global good practice in terms of ICT and education, as well as identify what your role as a teacher is in this regard. In this unit we will look specifically at ICT in Education Policy and the role of the teacher.

By the end of this unit teachers should be able to:

Deepening knowledge 3- (d) Designing unit plans and classroom activities so that students engage in reasoning, discussion and use of key concepts of the subject matter while collaborating with peers in understanding, representing and solving complex real-life problems as well as considering solutions to these problems and communicating regarding it.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 3- (د) تصميم خطط الوحدة وأنشطة الفصل الدراسي بحيث يشارك الطلاب في التفكير المنطقي والمناقشة واستخدام المفاهيم الأساسية للموضوع أثناء التعاون مع أقرانهم في فهم وتمثيل وحل مشاكل الحياة الواقعية المعقدة بالإضافة إلى التفكير في الحلول لهذه المشاكل والتواصل بشأنها.

By the end of this unit teachers should be able to:

Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.

Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.

تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.

By the end of this unit teachers should be able to:

Technology Literacy 3- (a) List how prescriptive teaching and ICTs can be used to support students' acquisition of subject-related knowledge.

Technology literacy 3- (b) Include appropriate ICT activities in lesson plans to support students' acquisition of subject-related knowledge.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 3- (أ) ضع قائمة بكيفية استخدام التدريس التوجيهي وتكنولوجيا المعلومات والاتصالات لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.

محو الأمية التكنولوجية 3- (ب) تضمين أنشطة تكنولوجيا المعلومات والاتصالات المناسبة في خطط الدروس لدعم اكتساب الطلاب للمعرفة المتعلقة بالموضوع.

This unit of study investigates how ICT can support the curriculum and the delivery of skills necessary to function in the 21st century.

The 2020 GEM Report on 'Inclusion and Education: All means all' calls on countries to concentrate on those being left behind and to move towards inclusion an...

By the end of this unit, teachers should be able to:

Technology Literacy 2- (a) Matching a specific set of curriculum standards to a specific set of computer programs and applications and demonstrating how those standards are supported by those applications.

Deepening knowledge 2- (a) Identifying the main concepts and processes in the field of specialization of teachers, clarifying the function and purpose of the tools for the subject and how these tools can support students’ understanding of these main processes and concepts and their application in real life away from the classroom studying.

نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 2- (أ) مطابقة مجموعة محددة من معايير المناهج مع مجموعة محددة من برامج وتطبيقات الكمبيوتر وإظهار كيفية دعم هذه المعايير بواسطة تلك التطبيقات.

تعميق المعرفة 2- (أ) تحديد المفاهيم والعمليات الرئيسية في مجال تخصص المعلمين ، وتوضيح وظيفة والغرض من أدوات الموضوع وكيف يمكن لهذه الأدوات أن تدعم فهم الطلاب لهذه العمليات والمفاهيم الرئيسية وتطبيقها في الحياة الواقعية بعيدًا عن الدراسة في الفصل الدراسي.

By the end of this unit, teachers should be able to:

Knowledge deepening 4- (a) Operation of general-purpose software packages appropriate to the subject taught by teachers, such as digital conceptualization, data analysis, simulation-based role-playing, and available references over the Internet.

Deepening Knowledge 4-(b) Assessing the accuracy and usefulness of web resources in support of the associated project-based learning process in the academic field.

بنهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 4- (أ) تشغيل حزم البرامج ذات الأغراض العامة المناسبة للمادة التي يدرسها المعلمون ، مثل التصور الرقمي وتحليل البيانات ولعب الأدوار القائم على المحاكاة والمراجع المتاحة عبر الإنترنت.

تعميق المعرفة 4- (ب) تقييم دقة وفائدة موارد الويب في دعم عملية التعلم القائم على المشاريع المرتبطة في المجال الأكاديمي.

By the end of this unit teachers should be able to:

Technology literacy 6- (c) Identify and manage the security problems associated with the use of the Internet.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

محو الأمية التكنولوجية 6- (ج) تحديد وإدارة المشاكل الأمنية المرتبطة باستخدام الإنترنت.

The resource is made available by the UNESCO to achieve its mandate of sustainable developmental goal by year 2030.

This unit of study explores how to logistically arrange lessons and activities to include ICT tools e.g. laptops, whiteboards, TV's, smartphones and tablets. Laboratories, classrooms and remote learning will be covered.

By the end of this unit teachers should be able to:

Deepening knowledge 6. (b) Use ICTs to access external experts and learning communities to support teachers' activities and their professional learning process.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 6. (ب) استخدام تكنولوجيا المعلومات والاتصالات للوصول إلى الخبراء الخارجيين ومجتمعات التعلم لدعم أنشطة المعلمين وعملية التعلم المهنية الخاصة بهم.

The Siq is one of Petra’s most endangered areas, in which natural environmental risks pose a major threat to the cultural heritage and the visitors. Thus, systematic identification and monitoring of its potentially unstable areas is needed. The Jordanian government made a request in 2011 for assistance in this regard, and subsequently a rapid assessment of the Siq was carried out by UNESCO to identify the unstable blocks and map risk zones in the Siq.

This Recommendation addresses ethical issues related to the domain of Artificial Intelligence to the extent that they are within UNESCO’s mandate. It approaches AI ethics as a systematic normative reflection, based on a holistic, comprehensive, multicultural and evolving framework of interdependent values, principles and actions that can guide societies in dealing responsibly with the known and unknown impacts of AI technologies on human beings, societies and the environment and ecosystems, and offers them a basis to accept or reject AI technologies. It considers ethics as a dynamic basis for the normative evaluation and guidance of AI technologies, referring to human dignity, well-being and the prevention of harm as a compass and as rooted in the ethics of science and technology.

Here web link lists all the documents related to the Open Educational Resources (OER).